Learning

Despite tremendous efforts by the government of Djibouti to improve women's social, economic, and political status, deeply rooted social and cultural norms perpetuate gender inequality across the country.

There are several promising approaches USAID is using to integrate gender into education programming, including those for foundational skills learning. Read about three examples with highlights from the Dominican Republic, Liberia, and Nepal.

Non-state school registration is a critical first step allowing for greater government engagement through official channels.

At accelerated schooling centers, over 22,000 out-of-school girls learned the alphabet, and attained basic reading, writing, and mathematics skills over nine months before transitioning back to formal school.

The Multi-Country Study on Inclusive Education (MCSIE) is the first major, multi-country effort by USAID to investigate what works when supporting children with disabilities as they learn to read. The purpose of the study is to derive lessons to sustainably advance teaching and learning outcomes for children with disabilities in varying contexts.

At Comparative and International Education Society (CIES) 2023, the USAID CATALYZE EduFinance project convened a session focused on lessons learned from its work building public-private partnerships in education.

The changes that REAL Fathers were making in their homes was what motivated girls to go to school and work hard. At schools, REAL Fathers and Mothers’ Groups collaborated in bringing girls who had dropped out due to pregnancy or early marriage back to school.

USAID is committed to learning from LGBTQI+ activists, technical experts, and other partners to meaningfully design and implement quality, equitable, and inclusive education from pre-primary to higher education and the workforce.